This research explores the potential challenges faced by English as a Second Language (ESL) learners within an undergraduate educational context, particularly in relation to collaborative endeavors, due to mixed abilities among students. The primary objective of this research is to scrutinize the potential of an online interactive platform, namely Padlet, as a tool to augment collaborative writing and individual engagement within a university language course. The study encompasses 34 participants, all of whom are enrolled in a Year 1 English for Academic Purpose (EAP) language course at a public university in Hong Kong. The research was meticulously designed to enhance academic language competence, communication skills, motivation, student autonomy, and to alleviate anxiety levels. Throughout the semester, a series of tasks were strategically designed and implemented utilizing Padlet. An analysis of student posts and feedback was conducted via a questionnaire. The findings of the study suggest that Padlet effectively motivates student participation in activities, reduces anxiety, fosters interaction between peers and instructors, and enhances language accuracy through peer learning. Consequently, the study posits that Padlet could be a valuable tool to cultivate collaborative writing among ESL learners within an undergraduate EAP course.